Jack J. Kramer

Remembering mnemonics: A three-year follow-up on the effects of mnemonics training in elderly adults

The purpose of this study was to assess the long-term impact of providing training in mnemonics to a small group of elderly adults. We wished to determine if such training could be utilized effectively some three years (34 months) after initial training. Nine of ten original subjects consented to take part in the retesting exercise. Ages ranged from 66 to 85 yrs (M = 73.5). Our results demonstrate that though loci generally were available for use in remembering a new word list, they usually were not effectively utilized to enhance recall. Our participants also agreed that the training they had received was useful. In spite of this, a majority of the respondents did not use the method of loci after training. However, adults of all ages often do not utilize mnemonics training once its effectiveness has been demonstrated. Therefore, creating effective cognitive interventions may require that we adopt techniques that have been shown to improve compliance in other areas of healthy living.

The Viability of Scatter Analysis On the Wisc-r aNd the Sbis: Examining a Vestige

The history of scatter analysis on the WISC-R and the SBIS is reviewed. Evidence is presented that indicates that the practice of scatter analysis has yielded little of significance. Even in its most benign form, scatter analysis has the potential for doing more harm than good. Scatter analysis on the WISC-R, the SBIS, and similar tests is argued to be an exhausted research area, with little hope offered that any subsequent research efforts will prove beneficial.

Multimethod behavioral treatment of long-term selective mutism

This single-subject, experimental research design examined the efficacy of treating severe, long-term selective mutism in a 9-year-old male using shaping, multiple re-inforcers, natural consequences, stimulus fading, and mild aversives. Different treatment regimens were implemented in the home and school environments. A multiple baseline design across settings with changing criterion was used to evaluate the home intervention, and an A-B-A design was used for the school intervention. The home intervention resulted in an increase in the number of verbalizations in each setting and prompted generalization to additional settings. The school intervention increased the number of people spoken to, but the results were not maintained at follow-up nor did they generalize outside of the training situation. Possible explanations for the discrepancy in maintenance and generalization data between the two programs are presented.

Teaching problem solving skills to teachers-in-training: An analogue experimental analysis of three methods

This analogue study sought to determine the relative effectiveness of different instructional methods for teaching problem solving skills to teachers-in-training. Three instructional conditions (didactic, didactic + modeling, and didactic + modeling with rehearsal/feedback) and a control condition were compared on measures of problem identification and problem analysis. Results indicated that the didactic + modeling and didactic + modeling with rehearsal/feedback conditions were superior to didactic training in teaching problem-solving skills. Discussed are possible explanations for differences between the instructional conditions, the implications of these findings, limitations of this study, and directions for further teacher-training research in problem solving.

Comparison of the PPVT-R and WISC-R: A Validation Study with Second-Grade Students.

The present investigation compared the PPVT-R/WISC-R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second-grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC-R/PPVT-R (Form L): WISC-R/PPVT-R (Form M); PPVT-R (Form L)/WISC-R; PPVT-R (Form M)/WISC-R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT-R than on the WISC-R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implications for practice are discussed.

Parent Involvement in Early Childhood Special Education: Opportunities for School Psychologists.

Increased opportunities for assessment and intervention, consultation, and program evaluation in early childhood education are suggested as roles that the school psychologist should develop to facilitate effective parent involvement in a childs education. A review of the literature on parent involvement in early childhood special education is provided. The current federal guidelines, rationale, definitions of parent involvement, and strategies for evaluating parent involvement are reviewed.

Parent Training Research: An Analysis of the Empirical Literature 1975-1985.

This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abused/neglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented.

Modification of personal hygiene and grooming behaviors with contingency contracting: A brief review and case study

A discussion of the basic components and characteristics of contingency contracts is presented. A case study is included in which contingency contracting procedures were integrated within a behavioral consultation model used by a school psychologist consulting with a classroom teacher. An attempt was made by teacher and psychologist to modify the personal hygiene and grooming behaviors of a 12-year-old male. A changing-criterion design was employed to assess treatment effects, and social validation measures were implemented to evaluate the impact of the intervention on significant others in the childs natural environment. Results indicated a marked increase in the number of appropriate hygiene behaviors exhibited daily as well as in the incidence rate of each target behavior. Social validation data revealed noticeable improvements in the subjects personal appearance consistent with the findings reported by the classroom teacher. The present investigation demonstrates the manner in which a behavioral consultation model may be implemented in a school setting. Single-subject designs and social validation procedures offer an effective means for evaluating the efficacy and impact of treatment programs.

Teachers' use and perceptions of sociometric techniques

Childrens friendships and peer relationships play important roles in their development. The assessment of childrens social skills and the measurement of social relationships among groups of children through the use of sociometrics have been much discussed and researched. In this article, use of sociometric measures by 187 teachers is discussed briefly, and the results of a statewide survey examining teacher use of sociometrics are provided. Specifically, the purposes of the study were to ascertain the reasons for using sociometrics, types of sociometric methods employed, and patterns of use and development of sociometrics. Results of the survey indicated that 41% of teachers used sociometric techniques in the classroom most commonly for grouping students for academic instruction, arranging classroom seating, and forming study teams. Sociograms and peer nominations were the most commonly used sociometric techniques.

Computer-Based Test Interpretation in Psychoeducational Assessment: An Initial Appraisal.

Abstract The development of computer-based interpretive systems has generated much enthusiasm and a fair amount of concern. The focus herein is on the use of computer-based test interpretation (CBTI) in psychoeducational assessment. Development influences affecting the use of CBTI in psychoeducational assessment are reviewed, the current status of CBTI systems is explored, and strategies for the evaluation of CBTI products by consumers and professionals are advanced.